Chapter One Introduction

1.1 Background

1.2 Statement of the Problem

1.3 Research Questions and Their Importance

Chapter Two Theoretical Framework

2.1 Reading Process

2.2 Linguistic Threshold

2.3 Cognitive Development

2.4 Reading Strategies and Skills

2.5 Text

2.6 Purposes

2.7 Theoretical Assumptions for ELL Reading Comprehension

Chapter Three Empirical Literature Review

3.1 Phonological Awareness and Reading Aloud

3.2 Vocabulary Instruction

3.3 Small Group Intervention

3.4 Pair-work Reading Instruction

3.5 IndePendent Reading Activity

Chapter Four Methodology

4.1 Research Design

4.2 Data Source

4.3 Construction and Justification of Variables

4.4 Data Analysis

Chapter Five Results

5.1 Effects of Reading Aloud Activity on Participants'Reading Comprehension

5.2 Effects of Explicit Vocabulary Instruction on Participants'Reading Comprehension

5.3 Effects of Small Group Reading Instruction on Participants'Reading Comprehension

5.4 Effects of Pair-work Instruction on Participants'Reading Comprehension

5.5 Effects of Independent Reading on Participants'Reading Comprehension

5.6 Summary

Chapter Six Discussions and Implications

6.1 Discussion

6.2 Implications

6.3 Suggestions for Future Studies

6.4 Limitations

References